Download Globalizing the Common Core Lessons

Globalizing the Common Core Lessons
Title:
The Rise and Fall of the Mongolian Empire
Author:
Robert Nelli, James A. Foshay Learning Center, LAUSD
Standards (See Appendix):
California History / Social Science Content Standards-7.3.4 and 7.3.6
California Common Core State Standards-RH71-2, RH7.4-9; WH7.1-2, WH7.4-6, WH7.9; SL7.1-4
Overview:
In this 3-day lesson students examine the rise and fall of the Mongolian empire by reading the
Background Reading on the Mongolian Empire together. Partners analyze a chronology of
events (two corresponding timelines) and an organizational chart to frontload and
conceptualize information. Five Literature Groups analyze selected primary and secondary
sources by sourcing documents, conducting a close read, corroborating data and
contextualizing events. Small groups with representation from all five literature circles
develop a hypothesis about the content of the lesson by relating it to one of the “11 Universal
Themes” in a poster. Students then respond to the prompt in an essay supported by a thesis
statement and evidence.
Inquiry Question:
What was the most important element used by the Mongols to control their vast empire?
What was the most important thing the Mongols did to control their vast empire?
Materials (see Bibliography and Appendix):
 Background Reading on the Mongolian Empire
 Timeline of Mongolian Empire
 Timeline of Successor Kingdoms to the Mongolian Empire
 Background Discussion Questions
 Mandate of Heaven Requirements
 Poster Requirements
 Literature Circle Documents Review Questions
 Writing Assignment
 Written Assignment Rubric
 Primary and Secondary Source Excerpts (For copies and access Information, see
Appendix):
o A-The Journey of Friar John
2
o
o
o
o
o
o
B-The Travels of Marco Polo
C-The Travels of John de Marignolli
D-The Travels of Marco Polo
E-Description of the Mongols after the Conquest of Russia
F-Biological Warfare at the Siege of Caffa
G-The Travels of Ibn Battuta
Preparation:
 Arrange students into small “Home Groups”, each with five-six students
 Provide every student in each group with a folder containing all materials.
 Provide Poster Paper for each small “Home Group” to use after Literature Circles.
Activities:
Day 1-Students will read the Background Reading on the Mongolian Empire together. Small
Home Groups will analyze both timelines and organizational chart, responding to the
Background Discussion Questions.
Day 2-Students meet in their Home Groups Count and count off from 1-5, which will
correspond to Literature Circle Numbers. If there are more than five students in a group,
assign two students to one number. Each literature circle will be responsible for reading and
analyzing a set of primary and secondary sources and responding to relevant Literature Circle
Discussion Questions. When students have completed the discussion questions in their
Literature Circles, they return to their Home Groups where each student will take one minute
to discuss the literature that they read. For homework, students will respond to all Literature
Circle Discussion Questions.
Day 3-Discuss and review the Literature Circle Discussion Questions with the whole class.
Students then return to their Home Groups to develop a poster creating a model of the
communication patterns designed around one of the eleven Universal Themes (see poster
instructions in the Appendix). Each group will present their poster to the class.
Assessment
Students individually respond to the following prompt in a well-written essay, developing a
thesis statement supported by claims and substantial evidence from the literature:
“What was the most important element used by the Mongols to control their vast empire?”
One or two rounds of peer-editing--checking for thesis statement, claims supported by
evidence, conclusion, M.U.G.S. (mechanics, usage, grammar, spelling), etc.—follow. Students
revise and submit their final drafts. A Point Rubric (see Appendix) is used to measure student
achievement on the written responses.
Adaptations:
3




The language of the documents (primary and secondary sources) has been adapted to
meet student needs. Some language has been simplified and sentences shortened for
diverse learners (ELL, Special Education). The original text of each document can be
found at the specified URL address in the Bibliography.
Literacy strategies (i.e., 4-3-2-1 Annotate, Write-Around, Say-Mean-Matter, etc.)
should be used to assist students in making deeper connections to the text. For
example, the teacher may elect to read an excerpt of a Source to students while
conducting a Think-Aloud, modeling Historical Thinking Skills such as Sourcing,
Corroboration, Contextualization, and conducting Close Reading—before students read
the Sources in their Literature Circles and employ the same literacy strategies that the
teacher modeled.
Gifted and Talented Education (GATE) Differentiation: Students may take Cornell Notes
on primary and secondary sources using Acosta’s Question Levels.
A writing assignment guide for individualized instruction is included in the appendix for
consideration.
Extensions:
1-Prior to Day 1 or between Day 1 and Day 2 of the lesson, the teacher may show the BBC
Documentary entitled, “The Secret History of Genghis Khan”. This documentary is partially
based upon a primary source entitled, “The Secret History of the Mongols”.
2-Following Day 4 students may:
 Compare and contrast the collapse of the Roman Empire with the Mongolian Empire.
 Research the Mongolian role in the Middle East during the Middle Ages (e.g., The
Collapse of Khwarezmia (Persia), 1219-21; The Fall of Baghdad in 1258; the Siege of
Acre in 1291);
 Discuss the failed Mongolian naval expeditions in Japan and Indonesia;
 Map Mongolian state relations with Tsarist Russia, the Vatican, Middle Eastern
Caliphates, Japan, Korea, Vietnam, Burma, India;
 Explain the fall of the Byzantine Empire, the rise of the Ottoman Empire, and the role
that Black Sea city-state empires such as the Empire of Trebizond, The Nicaean Empire,
Georgia and Armenia played in medieval trade routes.
Bibliography:
Primary Sources:
Battuta, Ibn: International Trade at the Malabar Coast. Adapted from: The Travels of Ibn Battuta
/A.D. 1325-1354, translated by H.A.R. Gibb, Vol. IV, London 1994: pp 812-817. A History of India.
(http://cw.routledge.com/textbooks/9780415485432/18.asp)
Halsall, Paul (July 1998). East Asian History Sourcebook: Ch’ing-Tsing: Nestorian Tablet:
Eulogizing the Propagation of the Illustrious Religion in China, with a Preface, composed by a
priest of the Syriac Church, 781 AD. Adapted from: Charles F. Horne, ed., The Sacred Books and
4
Early Literature of the East, (New York: Parke, Austin, & Lipscomb, 1917), Vol., XII, Medieval
China, pp. 381-392. Text modernized by Professor Arkenberg. East Asian History Sourcebook,
Fordham University, New York. (http://legacy.fordham.edu/halsall/eastasia/781nestorian.asp)
Halsall, Paul (October 2000). East Asian History Sourcebook: Chu Yuan-Chang: Manifesto of
Accession as First Ming Emperor, 1372 CE (Sent to Byzantine Emperor). Adapted from: F. Hirth,
China and the Roman Orient: Researches into their Ancient and Medieval Relations as
Represented in Old Chinese Records (Shanghai & Hong Kong, 1885), pp. 65-67. East Asian History
Sourcebook, Fordham University, New York
(http://legacy.fordham.edu/halsall/eastasia/1372mingmanf.asp)
Halsall, Paul (March 1996). 13th C. Description of Mongols after conquest of Russia (1243).
Adapted from: Richard Hakluyt, The Principal Navigations, Voyages, Traffiques and Discoveries of
the English Nation. Ten vols. New York: E.P. Dutton & Co., 1927. Vol.1, pp. 91-93. Reprinted in
Warren Walsh, Readings in Russian History, (Syracuse, NY: Syracuse University Press, 1948).
Internet Medieval Source Book. Fordham University, New York.
(http://legacy.fordham.edu/halsall/source/tartars.html)
Polo, Marco (2005). The Travels of Marco Polo with an Introduction by Paul Smethurst. Barnes
and Noble Publishing. ISBN 0-7607-6589-8. Of the council of twelve great officers appointed for
the affairs of the army, and of twelve others, for the general concerns of the empire; Book 2,
Chapter XIX: p 172; and, Of the places established on all the great roads for supplying posthorses—of the couriers on foot—and of the mode in which the expense is defrayed; Book 2,
Chapter XX: p 174
Waugh, Daniel C. Project Director (2004). The Journey of Friar John of Pian de Carpine to the
Court of Kuyuk Khan, 1245-1247. Translated by William Woodville Rockhill (1900). Book I,
Chapters II, XIX; & Book II, Chapters I-IV. Adapted from: The Journey of William of Rubruck to the
Eastern Parts of the World, 1235-55, as narrated by himself, with two accounts of the earlier
journey of John of Pian de Carpine (London: Hakluyt Society, 1900). Silk Road Seattle, Walter
Chapin Simpson Center for the Humanities, University of Washington.
(http://depts.washington.edu/silkroad/texts/carini.html)
Waugh, Daniel C. Project Director (2004). The Travels of John de Marignolli 1339-1353.
Digitized from Sir Henry Yule, Cathay and the way thither: being a collection of medieval notices
of China, VOL. II (London: Printed for the Hakluyt Society, 1913-16), pp. 209-269. Silk Road
Seattle, Walter Chapin Simpson Center for the Humanities, University of Washington.
(https://depts.washington/edu/silkroad/texts/marignolli.html)
Secondary Sources:
Wheelis, M. (September 2002). Biological Warfare at the 1346 Siege of Caffa. Emerg Infect Dis.
Historical Review. V 8, N 9. DOI: 10.3201/eid0809.010536.
(http://wwwnc.cdc.gov/eid/article/8/9/01-0536)
5
Additional Sources of Information:
Furen, Wang & Wenqing, Suo (1984). Highlights of Tibetan History. New World Press, Beijing.
Halsall, Paul (December 1997). Medieval Sourcebook: Ludolph of Suchem: The Fall of Acre,
1291. Adapted from: Ludolph of Suchem, Description of the Holy Land and of the Way Thither,
trans. Aubrey Stewart (London: Palestine Pilgrims’ Text: Society, 1895), XII, 5461. Reprinted in
James Brundage, The Crusades: A Documentary History, (Milwaukee, WI: Marquette University
Press, 1962), 268-72. Internet Medieval Source Book, Fordham University, New York.
(http://legacy.fordham.edu/halsall/source/1291.asp)
Halsall, Paul (21 February 2001). Medieval Sourcebook: Ibn Battuta: Travels in Asia and Africa
1325-1354. Adapted from: Ibn Battuta, Travels in Asia and Africa 1325-1354, tr. And ed. H.A.R.
Gibb (London: Broadway House, 1929). Internet Medieval Source Book, Fordham University,
New York. (http://legacy.fordham.edu/halsall/source/1354-ibnbattuta.asp)
Keay, John (2009) China: A History. Basic Books, New York.
Lu, David J. (1997). Japan: A Documentary History—The Dawn of History to the Late Tokugawa
Period. M.E. Sharpe, New York.
Waterson, James (2013). Defending Heaven: China’s Mongol Wars 1202-1370. Frontline Books,
London.
6
Appendix 1: Background Reading on the Mongolian Empire
Most of what we know about Genghis Khan comes from “The Secret History of the Mongols,” written
after his death. Much of his early life is unknown. Genghis Khan was probably born in 1162 CE on the
Mongolian steppe to a tribal chieftain and his wife. His given name was Temujin, and he was a member
of the Borjigin Clan, one of 49 clans on the Mongolian steppe. The Borjigin had claimed the title of Khan,
or emperor, for multiple generations. Temujin had 3 full brothers, 1 full sister, and 2 half-brothers as
well as many aunts, uncles and cousins.
Being a nomadic culture, life on the steppe was difficult and generally consisted of moving south during
the cold Mongolian winter where temperatures can reach -80 degrees Fahrenheit and returning north
during later spring and summer when temperatures warmed. Temujiin’s early life was also difficult. His
own clan had abandoned Temujin and his family to avoid feeding them. He and his mother and siblings
were left to fend for themselves.
Marriage was conducted as early as the age of 12. Temujin’s father arranged a marriage for him, and at
the age of 9 he was sent to live with the parents of his future wife, Borte, where he was expected to
serve his future father-in-law for 3 years. Before he turned 10, however, his father was poisoned by an
enemy clan. Shortly thereafter, Temujin killed his older half-brother to take the position of head of
family. Later in his childhood, he would be captured and enslaved by his own clan but would escape.
He became well-respected and feared within his tribe and clan. He demonstrated leadership by
appointing competent allies as opposed to family members to leadership posts, organizing troops into
units of 10 regardless of tribe or clan, and ordering his troops to not loot until after territories had been
completely conquered. He fought against rival clans and married his sons and daughters to rivals to
form alliances by marriage. By 1206 he called for a meeting of all the clans to pronounce himself
Genghis Khan which translates to “Universal Ruler”. He controlled territory roughly the size of modern
Mongolia or approximately 970,000 square miles, but he wanted a world empire.
He strategically placed each of his four sons in different directions to expand the empire simultaneously.
By 1219, he had captured Beijing. By 1221, the Persian Empire had fallen. By 1223, Mongolian troops
had pushed their way into Eastern Europe. By 1258, the city of Baghdad had fallen, putting an end to
the Golden Age of Islam. By 1259, Korea and Vietnam submitted to Mongolian rule, establishing the
largest contiguous empire in terms of land mass. However, several Mongolian naval expeditions ended
in disaster, including two failed invasions of Japan and one failed invasion of Indonesia.
Furthermore, Genghis Khan did not succeed in securing peaceful transitions of power. He divided his
empire up, giving each of his sons from his first khatun (wife) one-quarter of the empire. Often times,
when the Khagan Khan (meaning Emperor of Emperors) died, civil war broke out. Khagan Genghis Khan,
however, is credited with improving trade on the silk and spice trade routes and increasing the slave
trade by conducting raids twice annually in what has become known as “The Harvesting of the Steppe.”
7
Appendix 2: Timeline of Mongolian Empire
1206:
1219-1221:
Genghis Khan unites Mogolian tribes.
Mongols conquer Khwarezmian Empire (Persia). Beginning of Mongol conquest
of Islamic and Crusader States in Middle East.
April 1223:
Russia Campaign. Battle of Kalka River.
18 Aug. 1227: Genghis Khan dies from wounds in battle.
1247/1260: Cilician Armenia submits to Mongol rule.
1258:
Hulagu (grandson of Genghis Kahn) destroys Baghdad ending both Abbasid
Caliphate and Islamic Golden Age.
1259:
Vietnam and Korea submit to Mongolian rule. Khagan Mongke Khan (grandson
of Genghis Kahn) dies.
1260:
Crusader State of Antioch submits to Mongol rule.
3 Sept. 1260: Ilkhanate Hulagu takes army back to Mongolia to decide who will be the next
Khagan. Egyptian Mamluks use first cannon to defeat Mongols at the Battle of
Ain Jalut in Galileeand Jezreel Valley. The Mongols will never be able to take
Egypt again.
1260-64:
Mongolian Civil War fought between Kublai Khan and Ariq Boke.
1274:
Mongol fleet sailing from Korea to stage invasion of Kyushu, Japan fails.
1281:
Second Mongolian attempted invasion of Japan fails; as many as 140,000 soldiers
killed.
1288:
Yuan Shi Li Ting leads foot soldiers with guns against a Mongol Prince in Aching
District.
1289:
Building of Grand Canal completed using 3 million laborers.
1295:
Kublai Khan dies at nearly 80 years old of gout, alcoholism and obesity.
1299:
Yuan Dynasty’s invasion of Indonesia fails.
1330s:
Bubonic Plague, carried by fleas on marmots, a species of rodent and a
Mongolian delicacy, spreads throughout China from Mongolia and Kazakhstan.
1346:
Genoese Gabriele de’ Mussi records Mongolian Siege of Caffa. Mongols use a
trebuchet to hurl bubonic plague-laden corpses over the city wall in the first
instance of biological warfare in world history. Plague is carried to Italy by
escaping merchants.
1380:
Russians defeat the Mongol Golden Horde at Kulikovo.
1 Sept. 1449: Crisis of Tumu Forest between Mongolian tribe and Ming Dynasty. Ming
Emperor Zhengton is captured along with an army of 500,000 soldiers.
1462:
Moghuls, who nominally control Beijing and Nanjing, split into East & West
Moghul Empire; adopt Sharia law and reject traditional Mongol Yassa.
8
1526:
1542:
After the collapse of the Yuan Dynasty, Mongols conduct border raids until 1526.
A Mongolian battle with the Ming Emperor leads to an expansion of the
Northern Yuan Dynasty’s territory to include Siberia, Lake Baikal, the Gobi
Desert, the Yellow River, and the Ordos. Dayan Khagan Khan reunites Mongol Empire.
Appendix 3: Timeline of Successor Kingdoms to the Mongolian Empire
1st Khagan Genghis Khan (1206-1227)
Jochi
Chaghatai
2nd Khagan Ogedei
(1229-1241)
Tolui
Left Wing / White
Horde (1226-1280)
founded by Genghis
Khan’s full-brothers:
Qasar, Khajiun,
and Temuge
Western Khans
1348-1402)
7 Sons:
4th Khagan Mongke
Khan
(1251-1259)
3rd Khagan Guyuk
(1246-1248)
Koden, first Buddhist
Mongol Prince
Right Wing / Blue Horde
founded by 3 of
Genghis Khan’s sons:
Jochi, Chaghatai, and
Odedei
(1227-1256)
Khochu, died in battle
Khorachar
Khashi, father of
Kaidu—defacto Khan of
Chagatai Khanate
Golden Horde
(1255-1359)
Kadan, attacked Poland
Unified Golden Horde
(1378-1438)
Kazan Khanate
(1438-1552, & 16011619 during Russia’s
Time of Troubles)
Melig
Eastern Khans
(1347-1399)
Qara Del Khanate, ruled
Hami in present-day
Xinjiang, China
(1389-1513)
The Great Horde
(1466-1502) known at
the time as the
Astrakhan Khanate then
Qubilai Khan, founder
of the Yuan Dynasty in
China and its
Environment
(1271-1368)
Khans of Mughalistan
(1348-1462)
Hulegu Khan, founder
of the Ilkhanate in
Persia and Middle East
(1255-1335)
n Qara Del Khanate,
ruled Hami in presentday Xinjiang, China
(1389-1513)
Khutulun, Kaidu’s
daughter and warrior
princess who inspired
the story Turandot
(1260-1306)
Jalairid Sultanate, ruled
over Iraq and Western
Persia (1335-1405) but
not direct descendants
of Genghis Khan & from
a different Mongolian
Tribe
Ogedei’s line here
merges with the
Chagatai Khans,
Northern Yuan Dynasty,
Injuid Dynasty, a Shia
dynasty ruling parts of
Persia from 1335-1357
of Mongol origin
9
reduced and referred to
as the Tyumen Khanate
and Tumeds
founded by Sharaf alDin Mahmud Shah
Crimean Khanate—a
Turkic vassal of
Ottoman Empire &
Successor to Golden
Horde (1441-1774)
*Patrilineal
descendants of Toqa
Temur, 13th Son of
Jochi; dyasty dismissed
from power in 1478)
**Special Note on
Tamur akaTamurlane
(1370-1405),
founder of the Timurid
Empire (1370-1507),
born of the Barlas Clan,
a minor noble family
related to Genghis Khan
through Bodonchir—a
direct ancestor of
Genghis Khan
Arghun Dynasty, a
Turco-Mongol dynasty
ruled parts of
Afghanistan and
Pakistan (1479-1599)
Khanate of Khiva
(1511-1920)
*Patrilineal
descendants of
Shayban, 5th Son of
Jochi
Western Mughalistan
Khans (1462-1591)
Northern Yuan Dynasty
in Mongolia & parts of
China at times
(1368-163)
Eastern Mughalistan
Khalistan Khans
(1462-1570)
Mogul Khans of Yarkand
Khanate (1465-1759)
** Nogai Horde
(1406-Present Day as
found within the
Nogaysky District in the
Republic of Dagestan in
1928 & Nogai District in
Karachayevo-Cherkessia
Republic in 2007
Mansur Khan of
Uyghurstan
(1543-1690)
Al-Adil Kitbugha-Sultan
of Mamluk Sultanate
(1294-1296)
*Not a direct
descendant of Genghis
Khan but a foot soldier
Kumul Khanate
(1696-1930)
*Direct descendants of
Chagatai Khanate, ruled
as vassals to the Qing
Dynasty
Genghisid Setsen Khans
of Eastern Mongolia,
descendants of Kublai
Khan,
(1627-1922)
Bogd Khaanate of
Mongolia, last Khagan
Khan (1911-1924)
10
Appendix 4: Questions for Background Reading and Timeline Discussion
1. Genghis Khan had the largest empire in history in terms of landmass. What evidence from the
timeline supports this claim?
2. What evidence from the timeline supports the claim, “The Mongols did not develop a peaceful
transition of power”?
3. What evidence suggests that the Mongols were a land power (powerful on land) but were not a
naval power (powerful at sea)?
4. Define: feudalism and vassal. What evidence from the Background Reading, Timeline, and
Organizational Chart supports the thesis that the Mongol Empire was a feudal empire and relied
upon the vassal system?
11
Appendix 5: Mandate of Heaven
The Chinese believe that a leader’s right to rule exists only as long as he/she has the ”Mandate of
Heaven”; if the Mandate is lost, the people have the right to remove the ruler by any means.
Elements of the Mandate of Heaven:
• The Right to Rule is granted by Heaven.
• The Right to Rule is determined by the Emperor(-ess)’s virtue.
• There is one heaven and one emperor.
• A dynasty does not rule forever.
• Peasant uprisings, invasion by foreign troops, and natural disasters are signs that the Mandate
of Heaven has been revoked.
12
Appendix 6: Poster Requirements
Background Information- There are at least 11 Universal Themes. These include:
 Change
 Conflict
 Exploration
 Force
 Influence
 Order
 Patterns
 Power
 Relationships
 Structure
 Systems
Directions:-Based upon the primary and secondary sources your group has read, create a conceptual
model for communication during the Mongol era by focusing on one of the 11 Universal Themes. For
example, if your group selects the theme “Relationships,” you will need to create a poster that depicts
communication within relationships embedded in the primary and secondary source literature your
group has read in your literature circles. Likewise, if your group selects the theme of Influence, your
group must create a model of influence for communication during the Mongol era based upon the
literature. Select one spokesperson for your group to share the theme you have selected and explain
how your poster models that theme. The spokesperson will be given several minutes to share with the
class.
13
Appendix 7: Literature Circle Document Review Questions
Literature Circle Group #
Literature Circle #1
The topic is:
Government
Administration
Primary / Secondary Source Literature
The Journey of Friar John of Pian de
Carpine to the Court of Kuyuk Khan,
1245-1247.
The Travels of Marco Polo with an
Introduction by Paul Smethurst. Of the
council of twelve great officers
appointed for the affairs of the army,
and of twelve others, for the general
concerns of the empire; Book 2, Chapter
XIX: p 172
The Travels of John de Marignolli 13391353.
Literature Circle #2
The topic is: Defenses
The Travels of Marco Polo with an
Introduction by Paul Smethurst. Of the
places established on all the great roads
for supplying post-horses—of the
couriers on foot—and of the mode in
which the expense is defrayed; Book 2,
Chapter XX: p 174
13th C. Description of Mongols after
conquest of Russia (1243)
Literature Circle #3
The topic is: Battlefield
Conditions
Biological Warfare at the 1346 Siege of
Caffa.
13th C. Description of Mongols after
conquest of Russia (1243)
The Travels of Marco Polo with an
Introduction by Paul Smethurst. Of the
council of twelve great officers
appointed for the affairs of the army,
and of twelve others, for the general
concerns of the empire; Book 2, Chapter
XIX: p 172
Discussion Questions
1. How did the Mongols
administer their
empire?
2. What evidence does
Carpine offer to defend
his claim that nations
came to pay Mongols
tribute?
3. The Council of Twelve
was given extraordinary
powers by Kublai Khan.
Describe these powers.
4. How does the
Mongolian
government(s) establish
diplomatic relations?
1. How did the Mongolian
leadership
communicate
throughout the empire?
2. How are the accounts
of the couriers on the
battlefield and Polo’s
description of the postal
system similar?
3. What purpose does the
postal system serve?
How do you know?
1. What are several
reasons why Mongols
were waging war?
2. Why did the Mongols
suddenly attempt to
expand?
a. What were the
geographic
conditions of the
Mongolian steppe
in the late twelfth
and early thirteenth
centuries?
b. What were the
Mongolian motives
for waging war?
3. What evidence is
presented that Mongols
14
Literature Circle #4
The topic is: Trade
Ibn Battuta: International Trade at the
Malabar Coast.
1.
2.
3.
4.
were ravaged by
disease?
How did the Mongols
establish trade?
The Chinese used three
types of ships. Describe
the junk (ship).
Describe the
organization (hierarchy)
on the junk that
facilitated trade.
What technological
innovations does the
author reference that
facilitated trade at sea?
15
Appendix 8: Writing Assignment
Directions: Read the background information and quotes below. Then, read and respond to the prompt
using evidence from the primary and secondary source documents.
Background 1: The Mongolian Empire was the largest empire in world history in terms of landmass. It
was a feudal empire. The division of the empire into separate khanates (kingdoms / emperorships) &
civil war helped lead to the empire’s eventual collapse beginning with the Ilkhanate, seconded by the
Yuan Dynasty, the Golden Horde, the Chagatai Khanate, and followed by successor khanates and
empires such as the Crimean Khanate & the Mughal Empire. It is may be necessary, then, to look to
philosophy to help explain the collapse of the Mongolian Empire.
(The following is a quote from the Nestorian Tablet, a stone carving standing nearly 10 feet tall with
dragons, crosses and nearly 2,000 Chinese characters on it now housed within the Peilin or “Forest of
Tables” in Sian-fu, China. The Nestorians were an early Christian Sect in Syria that sent missionaries to
China who had erected the stone tablet in 781 CE to celebrate their success.)
Quote #1: “Right principles have no invariable name, holy men have no invariable station; instruction
is established in accordance with the locality, with the object of benefiting the people at large.”
Background 2: The Mandate of Heaven was a tool dynasties used to communicate their right to rule.
(The following is a quote taken from Chu Yuan-Chang: Manifesto of Accession as First Ming Emperor,
1372 CE. Chu Yuan-Chang was an orphaned peasant Buddhist monk. During periods of drought and
starvation, he began a rebellion first leading a band of rebels who stole from wealthy families and
distributed their loot among Chinese peasants. As his fame, reputation, and military skill grew capturing
many cities including the Yuan capital of Beijing, he declared himself emperor, established the Ming
Dynasty, and assumed the name HungWu.)
Quote #2: “Since the Sung dynasty had lost the throne and Heaven had cut off their sacrifice, the
Yuan (Mongol) dynasty had risen from the desert to enter and rule over (China) for more than a
hundred years, when Heaven, wearied of their misgovernment and debauchery, thought also fit to
turn their fate to ruin, and the affairs of (China) were in a state of disorder for eighteen years. But
when the nation began to rouse itself, We, as a simple peasant of Huai-yu, conceived the patriotric
idea to save the people, and it pleased the Creator . . . We have established peace in the Empire, and
restored the old boundaries of (China). We were selected by Our people to occupy the Imperial throne
of (China) under that dynastic title of “the Great Ming” . . .We cannot but let the world know Our
intention to maintain peace within the four seas. It is on this ground alone that We have issued this
Manifesto.”
Background 3: To survive, an empire must have communication, transportation, an efficient military, an
organized government administration, and established trade routes.
Prompt: What was the most important element used by the Mongols to control their vast empire?
16
Appendix 9: Persuasive Writing Assignment Rubric
Directions: Your assignment will be graded based upon this rubric. Use this rubric as a guide in writing,
editing, and revising your assignment.
Traits
4
3
2
1
Organization
The introduction is The introduction
The introduction
There is no clear
inviting, states the includes a thesis
includes the main introduction,
thesis, and
and provides an
thesis. Most
structure, or
provides an
overview of the
information is
conclusion.
overview of the
issues.
presented in a
issue. Information Information is
logical order. A
is presented in a
presented in a
conclusion is
logical order and
logical order but
included, but it is
maintains the
does not always
based upon
interest of the
maintain the
personal opinion
audience. The
interest of the
rather than
conclusion
audience. A
restating the
restates the thesis conclusion
thesis and
and summaries the summaries claims summarizing the
claims.
but does not
evidence.
restate the thesis.
Thesis
There is one thesis There is a thesis
A thesis is not
The thesis is not
that strongly and
that states the
clearly stated,
easily understood.
clearly identifies
issue.
there is little
There is little or
the issue.
reference to the
no reference to
issue.
the issue.
Claims and
Three or more
Two or three
Two reasons are
One argument
Support of Claims excellent reasons
reasons are stated provided by little
that is provided
are stated and
and evidence is
evidence from
(claim) is weak or
evidence is drawn referred to in
primary or
missing and does
from primary and
primary and
secondary sources not draw upon
secondary sources secondary
is referred to.
primary and
in quotations.
sources.
secondary
sources.
Attention to
Argument
Argument
Argument
Argument does
Audience
demonstrates a
demonstrates a
demonstrates
not seem to
clear
clear
some
target any
understanding of
understanding of
understanding of
particular
the potential
the potential
the potential
audience.
audience and
audience.
audience.
anticipates
counterarguments.
Grammar,
The written
There are few
There are several There are
Mechanics, &
response is errorerrors that do not errors and some
numerous errors
Spelling
free.
interfere with
understanding is
and meaning /
understanding.
lost.
context is lost.
17
Appendix 10: California State Content Standards Covered
7.3
Students analyze the geographic, political, economic, religious, and social structures of the
civilizations of China in the Middle Ages.
4. Understand the importance of both overland trade and maritime expeditions between China
and other civilizations in the Mongol Ascendancy and Ming Dynasty.
6. Describe the development of the imperial state and the scholar-official-class.
Appendix 11: Common Core State Standards Covered
Reading Standards of Literacy in History / Social Science
7.1 Cite specific textual evidence to support analysis of primary and secondary sources.
7.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
7.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific
to domains related to history / social studies.
7.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
7.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
7.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
7.8 Distinguish among fact, opinion, and reasoned judgment in a text.
7.9 Analyze the relationship between a primary and secondary source on the same topic.
Writing Standards for History / Social Science
7.1 Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
7.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts and
information into broader categories as appropriate to achieving purpose; include formatting
(e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to aiding
comprehension.
18
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concept.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented.
7.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and
audience have been addressed.
7.6 Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas clearly and efficiently.
7.9 Draw evidence from informational texts to support analysis, reflection, and research.
Speaking and Listening Standards
1. Engage effectively in a range of collaborative discussions (one-on-one), in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines
c. and define individual roles as needed.
d. Pose questions that elicit elaboration and respond to others’ questions and comments
with relevant observations and ideas that bring the discussion back on topic as needed.
e. Acknowledge new information expressed by others and, when warranted, modify their
own views.
2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under
study.
3. Delineate a speaker’s argument and specific claims, and attitude toward the subject, evaluating
the soundness of the reasoning and the relevance and sufficiency of the evidence.
4. Present claims and finding (e.g., argument, narrative, summary presentations), emphasizing
salient points in a focused, coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear pronunciation.
a. Plan and present an argument that supports a claim, acknowledges counterarguments,
organizes evidence logically, uses words and phrases to create cohesion, and provides a
concluding statement that supports the argument presented.
19
Appendix 12: Primary and Secondary Sources (A – G)
Source A: The Journey of Friar John of Pian de Carpine to the Court of Kuyuk Khan, 1245-47
Source B: The Travels of Marco Polo
Source C: The Travels of John de Marignolli 1339-1353
Source D: The Travels of Marco Polo
Source E: 13th C. Description of Mongols after conquest of Russia (1243)
Source F: “Biological Warfare at the 1346 Siege of Caffa”
Source G: Ibn Battuta, “International Trade at the Malabar Coast”
20
Source A: The Journey of Friar John of Pian de Carpine to the Court of Kuyuk Khan, 1245-47
Background: In 1245 Pope Innocent IV sent two Franciscan monks, John of Plano Carpine and Benedict
the Pole, as envoys to the Mongol Khan located at the Mongol capital of Karakorum. Their two year
journey required them to pass through much of the realm of Khan Batu, ruler of the Golden Horde before
reaching Karakorum1, Mongolia. They, along with thousands of other dignitaries, witnessed the
proclamation that Guyug was the new Khagan Khan (Great Khan or Emperor of Emperors).
Text 1: “After that we entered the country of the Mongols, whom we call Tartars. And we journeyed
through the country for three weeks, I think riding hard, and on (July 22nd) we arrived at Kuyuk’s, the
present emperor. Along all this (part of the) route we travelled very fast, for our Tartars had been
ordered to take us quickly to the solemn court which had already been convened for several years for
the election of an emperor, so that we might be present at it.”
Text 2: “When we reached Kuyuk’s camp, he caused us to be given a tent and allowances such as the
Tatars2 are in the habit of giving; but they treated us better than they did the other ambassadors. We
were not called (before Kuyuk) however, for he had not yet been elected, nor had they settled about the
succession; the translation of the letters of the Lord Pope . . . And when we had been there five or six
days, he sent us to his mother, where the solemn court was being held. When we got there they had
already erected a great tent made of white purple, which in our opinion was large enough to hold more
than two thousand persons; and around it a wooden paling had been made, and it was ornamented with
diverse designs.”
Text 3: “In the great square was a duke of Russia, several princes, also two sons of the King of Georgia, a
sultan, the ambassador of the Caliph of Baldach3, and more than ten other sultans of the (Muslimcontrolled lands in the Middle East) . . . For there were more than four thousand envoys as well those
bringing tribute as those offering presents, sultans and other chiefs who had come to present
themselves in person, those who had been sent by their rulers, and those who were governors of
countries.”
Text 4: “. . . there was a fine large plain near a river between mountains, where another tent was set up,
and it is called by them the Golden Orda: and here it was that Kuyuk was to have been placed on the
throne on (the 15th of August) . . . He received likewise the ambassadors, but very few persons entered
his tent. Here also such great quantities of presents were given him by the ambassadors, silks, samites4,
purples, baldakins5, silk girdles worked in gold, splendid furs and other things, that it was a marvel to
see. . . . there were more than five hundred carts, all full of gold and silver and silken gowns, all of which
was divided up between the Emperor and the chiefs; and the various chiefs divided their shares among
their men as they saw fit.”
1
Karakorum: The capital of the Mongol Empire (1234-1260) & the Northern Yuan (1300s-1400s).
Tatars: A Turkic people living in Eurasia, one of the five tribal confederations on the Mongolian plateau.
3
Caliph of Baldach: The Caliph of Baghdad.
4
Samites: A luxurious and heavy silk fabric worn in the Middle Ages, weaved with gold or silver thread.
5
Baldakins: Swedish word for canopies.
2
21
Source B: The Travels of Marco Polo
Background: Marco Polo was the son of a Venetian merchant. He, his father and uncle set off in 1271 to
visit Kublai Khan in Beijing. The book, “The Travels of Marco Polo,” written in 1298, describes Marco
Polo’s overland and maritime voyages. His 24-year journey led him to become a government official in
China where he spent time at Kublai Khan’s court. In the entry that follows, Marco Polo writes about two
councils, a Council of Twelve Great Officers for the administration of the Army, and a Council of Twelve
Other Officers for the administration of the 34 provinces of Yuan-controlled China.
Text 1: “The Grand Khan selects twelve noblemen of high rank and consequence . . . whose duty it is to
decide upon every point respecting the army; such as the removal of troops from one station to
another; the change of officers commanding them; the employment of a force where it may be judged
necessary; and the numbers which it may be proper to detach upon any particular service, according to
the degree of its importance. Besides these objects, it is their business to distinguish between officers
who have given proofs of valor in combat and those who have shown themselves based and cowardly,
in order to advance the former and to degrade the latter.”
Text 2: “The tribunal6 composed of these twelve nobles is named Thai, denoting a supreme court7, as
being responsible to no other than the sovereign8. Besides this, there is another tribunal, likewise of
twelve nobles, appointed for the superintendence9 of everything that respects the government of the
thirty-four provinces10 of the empire (in China). These have in Kanbalu a large and handsome palace or
court, containing many chambers and halls. For the business of each province there is a presiding lawofficer, together with several clerks, who have their respective apartments in the court, and there
transact whatever business is necessary to be done for the province to which they belong, according to
the directions they receive from the tribunal of twelve. These have authority to make choice of persons
for the governments of the several provinces, whose names are presented to the grand khan for
confirmation of their appointments and delivery of the tablets of gold or of silver appropriated to their
ranks. They have also the superintendence of every matter that regards the collection of the revenue,
both from land and customs, together with its disposal, and have the control of every other department
of the state; with the exception only of what relates to the army. This tribunal is named Sing, implying
that it is a second high court, and, like the other, responsible only to the grand khan. But for the former
tribunal, named Thai, which has the administration of military affairs, is regarded as superior in rank and
dignity to the latter.”
6
Tribunal: An institution with the authority to judge, adjudicate on, or determine claims or disputes.
Supreme Court: the highest judicial court in a state or country.
8
Sovereign: the supreme ruler, in this case it is a reference to Kublai Khan in China.
9
Superintendence: the act or function of superintending or directing
10
Province: an administrative division within a country or state.
7
22
Source C: The Travels of John de Marignolli 1339-1353
Background: Friar John, Bishop of Bisignano was sent as an envoy in 1338 by Pope Benedict XI to carry
letters and presents from the Vatican to the Grand Khan. Friar John traveled with a group of merchants
and detailed his journey. While much of his work deals with medieval Christian theories about
geography, Friar John’s account of the “middle” Mongolian kingdom indicates the vastness of the
empire. He also details the port city of Caffa, located on the Crimean Peninsula 11on the Black Sea.
Text 1: “We set out from Avignon in the month of December, came to Naples in the beginning of Lent,
and stopped there till Easter (which fell at the end of March), waiting for a ship of Genoa, which was
coming with Tartar (Mongol) envoys12 whom the Khan had sent from his great city of Cambalec to the
Pope, to request the latter to dispatch an embassy13 to his court, whereby communication might be
established, and a treaty of alliance struck between him and the Christians . . . Moreover the chief
princes of his whole empire more than thirty thousand in number, who are called Alans, and govern the
whole Orient, are Christians either in fact or in name . . . ready to die for the Franks.”
Text 2: “Then we sailed across the Black Sea, and in eight days arrived in Caffa, where there are
Christians of many sects. From that place we went on to the first Emperor of the Tartars, Usbec, and laid
before him the letters which we bore . . . and the Pope’s presents . . . We preceded to Armalec (the
capital) of the Middle Empire. There we built a Church, bought a piece of ground, dug wells, sung
masses and helped baptized several; preaching freely and openly, notwithstanding the fact that only the
year before the Bishop and six other Minor Friars had there undergone for Christ’s sake a glorious
martyrdom, illustrated by brilliant miracles.”
Text 3: “And sailing on the feast of St. Stephen, we navigated the Indian Sea until Palm Sunday, and then
arrived at a very noble city of India called Columbum, where the whole world’s pepper is produced.”
11
Crimean Peninsula: Also known as Crimea, is a major land mass on the northern coast of the Black Sea
that is almost complete surrounded by water. It was first settled by the Ancient Greeks in the 7th
Century BCE and has been continuously inhabited but its ownership has changed numerous times.
12
Envoy: A messenger or representative typically on a diplomatic mission.
13
Embassy: A permanent diplomatic mission, the head of which is known as the ambassador.
23
Source D: The Travels of Marco Polo
Background: Marco Polo was the son of a Venetian merchant. He, his father and uncle set off in 1271 to
visit Kublai Khan in Beijing. The book, “The Travels of Marco Polo,” written in 1298, describes Marco
Polo’s overland and maritime voyages. His 24-year journey led him to become a government official in
China where he spent time at Kublai Khan’s court. In this excerpt, Marco Polo describes the development
of a Postal System in China.
Text 1: “From the city of Kanbalu there are many roads leading to the different provinces, and upon
each of these, that is to say, upon every great high road, at the distance of twenty-five or thirty miles
accordingly as the towns happen to be situated, there are stations, with houses of accommodations for
travelers, called yamb or post-houses. These are large and handsome buildings, having several wellfurnished apartments, hung with silk, and provided with everything suitable to persons of rank . . . At
each station four hundred good horses are kept in constant readiness, in order that all messengers going
and coming upon the business of the grand khan, and all ambassadors, may have relays, and, leaving
their jaded horses, be supplied with fresh ones. Even in mountainous districts, remove from the great
roads, where there were no villages, and the towns are far distant from each other, his majesty has
equally caused buildings of the same kind to be erected . . . He sends people to dwell upon the spot, in
order to cultivate the land, and attend to the service of the post; by which means large villages are
formed.”
Text 2: “In his (the Khan’s) dominions no fewer than two hundred thousand horses are thus employed in
the department of the post, and ten thousand buildings, with suitable furniture, are kept up. It is indeed
so wonderful a system, and so effective in its operation, as it is scarcely possible to describe.”
Text 3: “In the intermediate space between the post-houses, there are small villages settled at the
distance of every three miles, which may contain, one with another, about forty cottages. In these are
stationed the foot messengers, likewise employed in the service of his majesty. They wear girdles round
their waists, to which several small bells are attached, in order that their coming may be perceived at a
distance; and as they run only three miles, that is from one of these foot-stations to another next
adjoining, the noise serves to give notice of their approach, and preparation is accordingly made by a
fresh courier to proceed with the packet instantly upon the arrival of the former.”
Text 4: “When it is necessary that the messengers should proceed with extraordinary dispatch, as in the
cases of giving information of disturbance in any part of the country, the rebellion of a chief, or other
important matter, they ride two hundred, or sometimes two-hundred-fifty miles in the course of a day.
On such occasions they carry with them the tablet of the gerfalcon as a signal of the urgency of their
business and the necessity for dispatch. And when there are two messengers, they take their departure
together from the same place, mounted upon good fleet horses; and they gird their bodies tight, bind a
cloth round their heads, and push their horses to the greatest speed. They continue thus till they
perform a journey of two come to the next post-house, at twenty-five miles distant, where they find two
other horses, fresh and in a state for work; they spring upon them without taking any repose, and
changing in the same manner at every stage, until the day closes, they perform a journey of twohundred and fifty miles. In cases of great emergency, they continue their course during the night, and if
there should be no moon, they are accompanied to the next station by persons on foot, who run before
them with lights . . .”
24
Source E: 13th C. Description of Mongols after conquest of Russia (1243)
Background: This account was taken from Richard Hakluyt, a British historian in 1927. He describes,
using primary sources, conditions after the Mongols had conquered Russia in 1243. The author, whom
Hakluyt is quoting, contextualizes events.
Text 1: Their (the Mongols’) country in old time was a land utterly desert and waste, situated far beyond
Chaldea, from whence they have expelled lions, bears, and such like (animals), with their bows, and
other engines. Of the hides of beasts being tanned, they use to shape for themselves light but yet
impenetrable armor. They ride fast bound unto their horses which are not very great in stature, but
exceedingly strong, and maintained with little provender14. They used to fight constantly and valiantly
with javelins, maces, battle-axes, and swords. But specially they are excellent archers, and cunning
warriors with their bows. Their backs are slightly armed, that they may not flee. They withdraw not
themselves from the combat till they see the chief standard of their General give back. Vanquished, they
ask no favor, and vanquishing, they show no compassions. They all persist in their purpose of subduing
the whole world under their own subjection, as if they were but one man, and yet they are more than
millions in number They have 60,000 couriers, who being sent before upon light horses to prepare a
place for the army to encamp in, will in the space of one-night gallop three days journey.”
Text 2: “Sometimes they say, that they will make a voyage to Colen, to fetch home the three wise
kings15 into their own country; sometimes to punish the avarice and pride of the Romans, who
oppressed them in times past; sometimes to conquer barbarous and Northern nations; sometimes to
moderate the fury of the Germans with their own meek mildness; sometimes to learn warlike feats and
stratagems of the French; sometimes for the finding out of fertile ground to suffice their huge
multitudes; sometimes again in derision they say that they intend to go on pilgrimage to St. James of
Galicia16.”
14
Provender: animal fodder or food
“ . . . Colen, to fetch home the three wise kings . . .”: This is a reference to the three Wise Kings, or
Magi, of the Bible. The “relics of the Magi” were said to be held in Constantinople, brought to Milan in
an oxcart by Eustorgius I in 314 CE as ordered by Emperor Constantine. In 1164, the Holy Roman
Emperor Frederick Barbarossa took the relics and gave them to the Archbishop of Cologne (in modernday Germany). A shrine designed by the medieval goldsmith Nicholas of Verdun was constructed
between 1180 and 1225 CE.
16
“ . . . pilgrimage to St. James of Galicia”: The Cathedral of Santiago de Compostela in Galicia, Spain is
where, according to Christian tradition, the remains of the apostle St. James the Great are buried.
15
25
Source F: “Biological Warfare at the 1346 Siege of Caffa”
Background: Mark Wheelis is a professor at the University of California, Davis. Professor Wheelis and his
team interpreted the journals of Gabriele de’ Mussi, an Italian from the city-state of Genoa who was eyewitness to the Mongolian siege of Caffa, located on the Crimean Peninsula on the Black Sea. The City of
Caffa was first established as an ancient Greek colony called Theodosia and was later a Roman tradepost. During the middle ages, Caffa was controlled by Venice (1204-1261, 1296-1307). However, during
the late 13th century, traders from the Republic of Genoa purchased the city from the Golden Horde and
by 1266, Caffa was governed by a Genoese consul. Caffa was closely allied with the Empire of Trebizond
and its principality, Theodoro, an Empire created by Queen Tamar of Georgia and the escaping Byzantine
Emperor and his family after Constantinople fell during the Fourth Crusade. In this framework, Caffa
became one of the world’s largest slave markets before the West-African slave trade. In the following
excerpts, Professor Wheelis is quoting Gabriele de’ Mussi, describing the Black Death.
Text 1: “In 1346, in the countries of the East, countless numbers of Tartars and Saracens (Muslims) were
struck down by a mysterious illness which brought sudden death. Within these countries broad regions,
far-spreading provinces, magnificent kingdoms, cities, towns, and settlements, ground down by illness
and devoured by dreadful death, were soon stripped of their inhabitants. An eastern settlement under
the rule of the Tartars called Tana, which lay to the north of Constantinople and was much frequented
by Italian merchants, was totally abandoned after an incident there which led to its being besieged and
attacked by hordes of Tartars who gathered in a short space of time. The Christian merchants, who had
been driven out by force, where so terrified of the power of the Tartars that, to save themselves and
their belongings, they fled in an armed ship to Caffa, a settlement in the same part of the world which
had been founded long ago by the Genoese.”
Text 2: “Oh God! See how the heathen Tartar races, pouring together from all sides, suddenly invested
the city of Caffa and besieged the trapped Christians there for almost three years. There, hemmed in by
an immense army, they could hardly draw breath, although food could be shipped in, which offered
them some hope. But behold, the whole army was affected by a disease which overran the Tartars and
killed thousands upon thousands every day. It was as though arrows were raining down from heaven to
strike and crush the Tartars’ arrogance. All medical advice was useless; the Tartars died as soon as the
signs of the disease appeared on their bodies: swellings in the armpit or groin caused by coagulating
humours, followed by a putrid fever.”
Text 3: “Moreover, one infected man could carry the poison to others, and infect people and places
with the disease . . . No one knew, or could discover, a means of defense.”
Text 4: “The scale of the mortality and the form which it took persuaded those who lived, weeping and
lamenting, through the bitter events of 1346 to 1348—the Chinese, Indians, Persians, Medes, Kurds,
Armenians, Cilicians, Georgians, Mesopotamians, Nubians, Ethiopians, Turks, Egyptians, Arabs, Saracens
and Greeks (for almost all the East has been affected)—that the last judgment had come.”
26
Source G: Ibn Battuta, “International Trade at the Malabar Coast”
Background: Ibn Battuta was a Muslim merchant and explorer from Morocco who traveled to Muslim
states and places of significance over the course of nearly 30 years (1325-1354). While there is
speculation that Ibn Battuta, like Marco Polo, may not have actually visited every place he wrote about,
the following excerpt about the Malabar Coast in present-day Kerala, India is generally well-regarded. In
this passage, Ibn Battuta discusses his time traveling from New Delhi, India as an ambassador for the
Yuan Dynasty of China, to Calicut where he describes Chinese ships.
Text 1: “Thence we travelled to the town of (Calicut), which is one of the chief ports in Mulaibar. It is
visited by men from China, Jawa, Ceylon, the Maldives, al-Yaman (Yemen) and Fars (Persia), and in it
gather merchants from all quarters. Its harbor is one of the largest in the world.”
Text 2: “The amir17 of the merchants there was Ibrahim Shahbandar, of the people of Bahrain, a worthy
man of generous habits, at whose house the merchants used to gather and to eat at his table . . . In this
town too lives the famous ship owner Mithqal, who possesses vast wealth and many ships for his trade
with India, China, al-Yaman, and Fars . . . We stopped in the port of (Calicut), in which there were at the
time thirteen Chinese vessels, and disembarked. Every one of us was lodged in a house, and we stayed
there three months as the guests of the infidel, awaiting the season of the voyage to China. On the sea
of China travelling is done in Chinese ships only, so we shall describe their arrangements.”
Text 3: “The Chinese vessels are of three kinds: large ships called junks, middle sized ones called zaws,
and small ones called kakams. The large ships have anything from twelve down to three sails, which are
made of bamboo rods plaited like mats. They are never lowered, but they turn them according to the
direction of the wind; at anchor they are left floating in the wind. A ship carries a complement of a
thousand men, six-hundred of whom are sailors and four-hundred mean-at-arms, including archers,
men with shields and arbalists18, that is men who throw naptha19. Each large vessel is accompanied by
three smaller ones, the “half”, the “third,” and the “quarter”. These vessels are built only in the town of
Zaitun in China (Quanzhou), or in Sin-Kalan, which is Sin al-Sin (Canton).”
Text 4: “In the vessel they build four decks, and it has cabins, suites and salons for merchants; a set of
rooms has several rooms and a latrine . . . Often a man will live in his suite unknown to any of the others
on board until they meet on reaching some town. The sailors have their children living on board ship,
and they cultivate green stuffs, vegetables and ginger in wooden tanks. The owner’s factor on board is
like a great amir.”
17
Amir: Also written as “Emir”, is the title of a ruler or military leader in many Muslim countries.
Arbalist: A person who shoots a crossbow.
19
Naptha: Generally refers to flammable liquid mixtures
18
27
Appendix 13: Writing Assignment Guide
Prompt: What was the most important element used by the Mongols to control
their vast empire?
Format:
 Paragraph 1: Introduction and early history / the rise of an empire. Here it
is possible to discuss: (a) environmental conditions of Mongolia; (b) the rise
of Temujin (Genghis Khan); (c) a feudal empire split into separate Khanates
(emperorships). A transition sentence will be needed, followed by a thesis
statement (a claim with three reasons that can be supported by evidence)
that directly addresses the prompt.
* Note that Background 3 of Appendix I: Writing Assignment explains that
there are at least five elements an empire must possess to survive. You will
need to choose three of the four elements.
 Paragraph 2: Element #1. Discuss the element. Provide details / supporting
evidence. The last sentence should be a transition sentence.
 Paragraph 3: Element #2. Discuss the element. Provide details / supporting
evidence. The last sentence should be a transition sentence.
 Paragraph 4: Element #3. Discuss the element. Provide details / supporting
evidence. The last sentence should be a transition sentence.
 Paragraph 5: Conclusion. Restate the thesis statement. Defend why one
element is superior to the other two elements you have discussed.
28